Classification Consistency and Accuracy for Mixed-Format Tests

This study explores classification consistency and accuracy for mixed-format tests using real and simulated data. In particular, the current study compares six methods of estimating classification consistency and accuracy for seven mixed-format tests. The relative performance of the estimation methods is evaluated using simulated data. Study results from real data analysis showed that the procedures exhibited similar patterns across various exams, but some tended to produce lower estimates of classification consistency and accuracy than others. As data became more multidimensional, unidimensional and multidimensional item response theory (IRT) methods tended to produce different results, with the unidimensional approach yielding lower estimates than the multidimensional approach. Results from simulated data analysis demonstrated smaller estimation error for the multidimensional IRT methods than for the unidimensional IRT method. The unidimensional approach yielded larger error as tests became more multidimensional, whereas a reverse relationship was observed for the multidimensional IRT approach. Among the non-IRT approaches, the normal approximation and Livingston-Lewis methods performed well, whereas the compound multinomial method tended to produce relatively larger error.     

International networking for sexuality education: a politically sensitive subject

In 2007, six countries (Argentina, Brazil, Chile, Paraguay, Peru and Uruguay) commenced work on a project to harmonise public policy on school sexuality education (SE) and the prevention of HIV. Inter-sectoral management committees for SE involving ministries of education, ministries of health and civil society were established, national policies and work plans were formulated and implemented, and SE/HIV prevention activities were carried out. The strengths and weaknesses of implementation were assessed. After this, the beginnings of a community of practice were created, with national focal points. This paper analyses the above process using qualitative data generated through semi-structured questionnaires and interviews, with a focus on the perceived contribution of regional collaboration to the development of national policies, national curricula and implementation. Overall, the initiative reached 83,000 teachers and 1,500,000 pupils. Training materials and national curricula and policies were developed, introduced and implemented. Regional collaboration improved political institutionalisation, information exchange, inter-sectoral collaboration, civil society participation, programme legitimacy and the perception of SE as a young person's right. The initiative offers a model for other countries, with regional collaboration helping to establish the case for SE both normatively and institutionally at the political level, mitigate obstacles in the context of such a politically sensitive topic as SE and provide a forum for discussion and the exchange of information which in turn helped legitimise and operationalise national SE policies.     

Reviews: Ethics,consulting, and communication

Ethics in Human Communication (2nd ed.). Edited by Richard L. Johannesen. Prospect Heights, IL: Waveland Press, 1983, pp. x + 244. $8.95.

Ethics, Morality and the Media: Reflections on American Culture. Edited by Lee Thayer. New York: Hastings House, 1980, pp. xvi + 302. $21.50 (cloth) or $11.95 (paper).

Ethical Perspectives and Critical Issues in Intercultural Communication. Edited by Nobleza C. Asuncion‐Landé. Falls Church, VA: Speech Communication Association, 1978, pp. x + 179. $7.00.

Organization Development and Change (2nd ed.). By Edgar F. Huse. St. Paul: West Publishing, 1980, pp. xiv + 528. $22.50.

Trends and Issues in OD: Current Theory and Practice. Edited by W. Warner Burke and Leonard D. Goodstein. San Diego: University Associates, 1980, pp. vii + 351. $18.50.

Consultation. Edited by Thomas Backer and Edward Glaser. Los Angeles: Human Interaction Research Institute. Triannually. No charge.

Group and Organization Studies. Edited by Marshall Sashkin. San Diego: University Associates. Quarterly. $28.00 (individuals) and $54.00 (institutions).

Training and Development Journal. Edited by Patricia Galagen Hurley. Washington: American Society for Training and Development. Monthly. $40.00 (non‐members).     

Relationship between accuracy and complexity when learning underarm precision throwing

Learning precision ball throwing was mostly studied to explore the early rapid improvement of accuracy, with poor attention on possible adaptive processes occurring later when the rate of improvement is reduced. Here, we tried to demonstrate that the strategy to select angle, speed and height at ball release can be managed during the learning periods following the performance stabilization. To this aim, we used a multivariate linear model with angle, speed and height as predictors of changes in accuracy. Participants performed underarm throws of a tennis ball to hit a target on the floor, 3.42 m away. Two training sessions (S1, S2) and one retention test were executed. Performance accuracy increased over the S1 and stabilized during the S2, with a rate of changes along the throwing axis slower than along the orthogonal axis. However, both the axes contributed to the performance changes over the learning and consolidation time. A stable relationship between the accuracy and the release parameters was observed only during S2, with a good fraction of the performance variance explained by the combination of speed and height. All the variations were maintained during the retention test. Overall, accuracy improvements and reduction in throwing complexity at the ball release followed separate timing over the course of learning and consolidation.     

Improving mathematics instruction through lesson study: a theoretical model and North American case

This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan. The theoretical model includes four lesson study features (investigation, planning, research lesson, and reflection) and three pathways through which lesson study improves instruction: changes in teachers’ knowledge and beliefs; changes in professional community; and changes in teaching–learning resources. The model thus suggests that development of teachers’ knowledge and professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The theoretical model is used to examine the “auditable trail” of data from a North American lesson study case, yielding evidence that the lesson study work affected each of the three pathways. We argue that the case provides an “existence proof” of the potential effectiveness of lesson study outside Japan. Limitations of the case are discussed, including (1) the nature of data available from the “auditable trail” and (2) generalizability to other lesson study efforts.

IRT Approaches to Modeling Scores on Mixed-Format Tests

This article considers psychometric properties of composite raw scores and transformed scale scores on mixed-format tests that consist of a mixture of multiple-choice and free-response items. Test scores on several mixed-format tests are evaluated with respect to conditional and overall standard errors of measurement, score reliability, and classification consistency and accuracy under three item response theory (IRT) frameworks: unidimensional IRT (UIRT), simple structure multidimensional IRT (SS-MIRT), and bifactor multidimensional IRT (BF-MIRT) models. Illustrative examples are presented using data from three mixed-format exams with various levels of format effects. In general, the two MIRT models produced similar results, while the UIRT model resulted in consistently lower estimates of reliability and classification consistency/accuracy indices compared to the MIRT models.     

A microcosm of the biomedical research experience for upper-level undergraduates

The skill set required of biomedical researchers continues to grow and evolve as biology matures as a natural science. Science necessitates creative yet critical thinking, persuasive communication skills, purposeful use of time, and adeptness at the laboratory bench. Teaching these skills can be effectively accomplished in an inquiry-based, active-learning environment at a primarily undergraduate institution. Cell Biology Techniques, an upper-level cell biology laboratory course at St. John Fisher College, features two independent projects that take advantage of the biology of the nematode Caenorhabditis elegans, a premier yet simple model organism. First, students perform a miniature epigenetic screen for novel phenotypes using RNA interference. The results of this screen combined with literature research direct students toward a singe gene that they attempt to subclone in the second project. The biology of the chosen gene/protein also becomes an individualized focal point with respect to the content of the laboratory. Progress toward course goals is evaluated using written, oral, and group-produced assignments, including a concept map. Pre- and postassessment indicates a significant increase in the understanding of broad concepts in cell biological research.